Curriculum Management System - Monroe Township · PDF fileCurriculum Management System ... Photosynthesis – Energy Capture . 7 Quarter 2 ... OTHER SUGGESTED PERFORMANCE TASKS:

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Advanced Placement Biology Grade: 11 - 12

For adoption by all regular education programs Board Approved: November.2015 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ...3

Mission, Vision, Beliefs, and Goals Page ...4

Next Generation Science Standards Page ...5

Scope and Sequence Page ...6

Goals/Essential Questions/Objectives/Instructional Tools/Activities Page ...9

Quarterly Benchmark Assessment

Appendix A

Appendix B

Page …47

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Michael Kozak, Superintendent

Dr. Dori Alvich, Assistant Superintendent

BOARD OF EDUCATION Mr. Doug Poye, Board President

Mr. Tom Nothstein, Board Vice President Ms. Michele Arminio

Mr. Marvin I. Braverman Ms. Jill DeMaio

Mr. Lew Kaufman Ms. Kathy Kolupanowich

Mr. Anthony Prezioso Mr. Steven Riback

Jamesburg Representative

Mr. Robert Czarneski

WRITER’S NAME Dr. Christopher Himmelheber

CURRICULUM SUPERVISOR

Ms. Bonnie Casaletto, District K-12 Supervisor of Science and Social Studies

mailto:[email protected]



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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Next Generation Science Standards (NGSS)

Science education traditionally has focused on large volumes of content, primarily basic facts and vocabulary, while falling short on the deeper understanding of key scientific concepts and the application of these concepts to daily life. In order to ensure our students can think critically and address 21st-century global challenges in manufacturing, medicine, technology, the environment and space exploration, a need arose to create and implement modern science standards. The Next Generation Science Standards (NGSS) calls for this refocusing of K–12 sciences in order to improve college preparation, STEM career readiness, and the ability of all members of society to make informed decisions.

Aligned materials of the NGSS integrate the three dimensions of scientific and engineering practices, disciplinary core ideas, and crosscutting concepts. Practices represent what students are expected to do across grade levels and grow in complexity and sophistication. By the end of 12th grade, students will have sufficient knowledge of these practices, along with the crosscutting concepts and core ideas of science and engineering, to engage in public discussions on science related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for ALL students, not just those who may pursue careers in science, engineering or technology or those who continue on to higher education.

Links: 1. NGSS Home Page: http://www.nextgenscience.org/next-generation-science-standards

2.NJDOE Link to CCSS: http://www.state.nj.us/education/sca

3. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.nextgenscience.org/next-generation-science-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

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Scope and Sequence

Quarter 1

Disciplinary Core Ideas

I. Cells and Molecules 1. Themes of Biology/Characteristics of Life 2. Atomic Models and Chemical Bonds 3. Emergent Properties of Water, pH and solutions 4. Organic Chemistry and Macromolecules 5. Cells and Organelles II. Transport of Materials 1. Fluid Mosaic Model 2. Mechanisms of Cellular Transport 3. Water and Organic Nutrient Transport in Plants 4. Osmoregulation and Excretion in Animals 5. Circulation and Gas Exchange in Animals III. Energy Capture, Transformation and Release 1. Metabolism and RedOx Reactions 2. Photosynthesis – Energy Capture

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Quarter 2


III. Energy Capture, Transformation and Release (Continued from Quarter 1) 1. Cellular Respiration – Energy Release 2. Animal Nutrition and Digestion IV. Communication

1. Cell communication 2. Plant hormones and responses to the environment 3. Animal hormones and endocrine system 4. Nervous, sensory and motor systems

5. Immune system V. Reproduction

1. Cell cycle and mitosis 2. Plant structure, growth and development 3. Animal form and function 4. Meiosis 5. Animal Reproduction 6. Plant Reproduction

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Quarter 3


VI. Genetics 1. Mendelian genetics and inheritance patterns 2. Molecular basis of inheritance

3. Biotechnology

VII. Evolution and Diversity

1. Mechanisms of evolution

2. Population genetics (microevolution)

3. Speciation (macroevolution)

4. Bacteria/Archaea diversity

5. Protist diversity

6. Fungus diversity

7. Plant diversity

8. Animal diversity

Quarter 4


II. VIII. Ecology

1. Behavioral ecology 2. Population ecology 3. Community ecology 4. Ecosystems

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UNIT 1 – Cells and Molecules

Stage One: Desired Results

Established Goals HS-LS1-2. Develop and use a model to

illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-6. Construct and revise an

explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Transfer Students will be able to independently use their learning to…

Understand that science is both a body of knowledge and evidence-based, model-

building enterprise that continually extends, refines, and revises knowledge.

Investigate, research, and synthesize data and information to understand meaningful real-

world problems. Meaning

UNDERSTANDINGS Students will understand that…

Life requires a highly ordered system. Living systems depend on

properties of water that result from its polarity and hydrogen bonding.

Alterations in the mechanisms of

feedback often result in deleterious

consequences.

Changes in the structure of a molecular

system may result in a change of the

function of the system.

The change in function of an enzyme can be interpreted from data regarding the concentrations of product or substrate as a function of time.

ESSENTIAL QUESTIONS

How do we know if something is alive or not?

How does the structure of organic molecules reflect and dictate their function in the cell?

How does the structure of a cell reflect its function in the organism?

How do the unique physical and chemical properties of water make life on Earth possible?

How does compartmentalization organize a

cell’s functions?

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Acquisition Students will know…

Biological molecules are composed of smaller subunits called monomers.

Structure and function of polymers are derived from the way their monomers are assembled.

Membranes and membrane-bound organelles in eukaryotic cells localize intracellular metabolic processes and specific enzymatic reactions.

Archaea and bacteria generally lack internal membranes and organelles and have a cell wall.

Negative feedback mechanisms maintain dynamic homeostasis for a particular condition by regulating physiological processes, returning the changing condition back to its set point.

Positive feedback mechanisms amplify responses and processes in biological systems.

Ribosomes are small, universal structures comprised of two interacting parts.

Endoplasmic reticulum occurs in two forms: smooth and rough.

The Golgi apparatus is a membrane-bound structure that consists of a series of flattened membrane sacs.

Mitochondria specialize in energy transformation.

Lysosomes carry out intracellular digestion in a variety of ways.

A vacuole is a membrane-bound sac that plays roles in intracellular digestion and the release of cellular waste products.

Chloroplasts are specialized organelles that

Students will be skilled at…

Explaining the connection between the sequence and subcomponents of a biological polymer and its properties.

Using models to justify the claim that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

Explaining how internal membranes and organelles contribute to cell functions.

Using representations and models to describe differences in prokaryotic and eukaryotic cells.

Making predictions about how organisms use negative feedback to maintain their internal environment.

Evaluating data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.

Making predictions about how positive

feedback mechanisms amplify activities

and processes based on scientific theories

and models.

Analyzing data to identify how molecular interactions affect structure and function.

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capture energy through photosynthesis.

The shape of enzymes, active sites, and interaction with specific molecules are essential for basic functioning of the enzyme.

Other molecules and the environment in which the enzyme acts can enhance or inhibit enzyme activity.

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Unit 1 Stage Two: Evidence

Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC For appropriate grading rubric, see Appendix A or use one of the links below: 1. Scientific tools and technologies 2. Scientific procedures and reasoning strategies 3. Scientific concepts and related content 4. Data Analysis and Usage

SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance task:

Students will have two beakers. One contains pure water, the other contains pure methanol (wood alcohol). The covalent bonds of methanol molecules are nonpolar, so there are no hydrogen bonds among methanol molecules. Students will pour crystals of table salt (NaCl) into each beaker. Predict what will happen using both words and diagrams.

SUGGESTED MONITORING SCALE:

When appropriate, use one of the scales (or similar) located in Appendix B to monitor or evaluate a student’s daily learning and understanding of key concepts.

OTHER SUGGESTED PERFORMANCE TASKS: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels. Depending upon the needs of the class, the assessment questions may be in the form of writing performance tasks, written formative assessments, mobiles, PowerPoint, Keynote, or Prezi presentations, oral reports, booklets, or other formats of mastery for measurement tailored by the teacher

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Unit 1 Stage Three: Learning Plan

Summary of Key Learning Events and Instruction

SUGGESTED LEARNING EVENTS:

Antibacterial Soap Lab: https://drive.google.com/file/d/0B06dk6ArfZ4HSHBEVGRmaGVyaEk/view?usp=sharing Enzyme Lab: https://drive.google.com/file/d/0B06dk6ArfZ4HUGNWOWZvZDJiUkk/view?usp=sharing Functional Group Presentation

SUGGESTED METHODS OF DIFFERENTIATION: The following framework is designed for helping teachers differentiate in the classroom by providing a range of instructional strategies.

Multiple Intelligences

Jigsaws

Taped Material

Anchor activities

Graphic organizers

Varied texts, materials

Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies

Questioning strategies

Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts

Source: Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD, 1999.

https://drive.google.com/file/d/0B06dk6ArfZ4HSHBEVGRmaGVyaEk/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HUGNWOWZvZDJiUkk/view?usp=sharing

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UNIT 2 – Transport

Stage One: Desired Results ESTABLISHED GOALS HS-LS1-3. Plan and conduct an investigation

to provide evidence that feedback mechanisms maintain homeostasis.


Relate the structure of the various molecules of the plasma membrane to their function. Describe how the structure and function of the plasma membrane allows organisms to maintain

homeostasis. Apply the cellular aspects of transport and homeostasis to describe how the animal and plant

circulatory systems function to move materials within an organism. Apply the cellular aspects of transport and homeostasis to describe how the animal and plant

hormone systems maintain internal homeostasis in response to internal and external

fluctuations. Apply the cellular aspects of transport and homeostasis to describe how the animal excretory

systems functions to maintain salt balance and remove wastes. Meaning


Selective permeability is a direct

consequence of membrane

structure, as described by the fluid

mosaic model.

Cell activities are affected by interactions with biotic and abiotic factors.

ESSENTIAL QUESTIONS

How does the structure of membranes relate to their functions?

How do animal circulatory systems reflect

phylogeny?


Molecules and atoms from the environment are necessary to build new molecules.

Surface area-to- volume ratios affect a biological system’s ability to obtain necessary resources or eliminate waste products.

Cell membranes separate the internal environment of the cell from the external environment.

Cell walls provide a structural boundary, as


Using calculated surface area-to- volume ratios to predict which cell(s) might eliminate wastes or obtain nutrients faster by diffusion.

Explaining how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.

Making connections between failure of transport at the cellular level can lead to health issues at the organismal/individual

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well as a permeability barrier for some substances to the internal environment.

Passive transport does not require the

input of metabolic energy; the net

movement of molecules is from high

concentration to low concentration.

Active transport requires free energy to

move molecules from regions of low

concentration to regions of high

concentration.

The processes of endocytosis and exocytosis move large molecules from the external to the internal environment, and vice versa, respectively.

Organisms have various mechanisms for

obtaining nutrients and eliminating wastes.

level.

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Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC: For appropriate grading rubric, see Appendix A or use one of the links below: 1. Scientific tools and technologies 2. Scientific procedures and reasoning strategies 3. Scientific concepts and related content

4. Data Analysis and Usage

SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks:

I. The current model of cell membrane structure and function is called the Fluid-Mosaic Model.

a. Describe the types of molecule that comprise the fluid and the mosaic portions of this model.

b. How do these molecules work together to give the cell membrane its functions?

II. Cystic Fibrosis Case Study: http://www.biologycorner.com/worksheets/case_study_cystic_fibrosis.html III. Cellular Transport Wrap-Up Activity: https://drive.google.com/file/d/0B06dk6ArfZ4HUGxIT2RsLXZtalk/view?usp=sharing

SUGGESTED MONITORING SCALE: When appropriate, use one of the scales (or similar) located in Appendix B to monitor or evaluate a student’s daily learning and understanding of key concepts.

OTHER SUGGESTED PERFORMANCE TASKS: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels. Depending upon the needs of the class, the assessment questions may be in the form of writing performance tasks, written formative assessments, mobiles, PowerPoint, Keynote, or Prezi presentations, oral reports, booklets, or other formats of mastery for measurement tailored by the teacher.

http://www.biologycorner.com/worksheets/case_study_cystic_fibrosis.html

https://drive.google.com/file/d/0B06dk6ArfZ4HUGxIT2RsLXZtalk/view?usp=sharing

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Cell Size Investigation: https://drive.google.com/file/d/0B06dk6ArfZ4HNkpnZmQ3T05USFU/view?usp=sharing Diffusion Lab Heart Dissection: https://drive.google.com/file/d/0B06dk6ArfZ4HSXJKd0o5MnBRLUk/view?usp=sharing Kidney Dissection: https://drive.google.com/file/d/0B06dk6ArfZ4HemZ5R0duMVZZdkE/view?usp=sharing Plant Transpiration Activity: https://drive.google.com/file/d/0B06dk6ArfZ4HNWlWWUlORTVpLTg/view?usp=sharing



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


https://drive.google.com/file/d/0B06dk6ArfZ4HNkpnZmQ3T05USFU/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HSXJKd0o5MnBRLUk/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HemZ5R0duMVZZdkE/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HNWlWWUlORTVpLTg/view?usp=sharing

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UNIT 3 – Energy Capture and Release

Stage One: Desired Results ESTABLISHED GOALS HS-LS1-2. Develop and use a model to


HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon


Relate the process of cellular respiration and photosynthesis to the overall process of energy and material cycling by living organisms.

Compare and contrast the molecular aspects of cellular respiration and photosynthesis. Understand the relationship between an animal’s digestive system structure, its diet and its

energy requirements. Meaning


Living systems do not violate

the second law of

thermodynamics.

Order is maintained by coupling

cellular processes that increase

entropy with those that decrease

entropy.

Organisms use various strategies

to regulate body temperature

and metabolism. There is a relationship between

metabolic rate per unit body mass and the size of multicellular organisms – generally, the smaller the organism the higher the metabolic rate.

Different energy-capturing

processes use different types of

electron acceptors.

Photosynthesis first evolved in prokaryotic organisms.

ESSENTIAL QUESTIONS

Why do organisms need to transform energy into different forms?

Why do organisms eat?

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among the biosphere, atmosphere, hydrosphere, and geosphere.


Metabolic pathways are conserved across all currently recognized domains.

Energy-related pathways are sequential and may be entered at multiple points in the pathway.

Energetically favorable exergonic reactions, such as ATP ADP, can be used to maintain or increase order in a system.

Organisms use free energy to maintain organization, grow and reproduce.

Organisms have areas or components that perform a subset of functions related to energy and matter, and these parts contribute to the whole.

Excess acquired free energy versus required free energy expenditure results in energy storage or growth.

Insufficient acquired free energy versus required free energy expenditure results in loss of mass and death of an organism.

Photosynthetic organisms capture free energy present in sunlight.

Chemosynthetic organisms capture free energy from small inorganic molecules present in their environment.

Chemosynthesis can occur in the absence of oxygen.

Heterotrophs may metabolize carbohydrates, lipids, and proteins by hydrolysis.

Fermentation produces organic molecules, including alcohol and lactic acid, and occurs in the absence of oxygen.

The light-dependent reactions of photosynthesis in eukaryotes involve a series of coordinated reaction pathways that capture free energy present in light to


Explain how biological systems use free energy based on empirical data.

Justify the scientific claim that

different strategies exist for living

systems to use free energy. Use representations to pose scientific

questions about what mechanisms and structural features allow organisms to capture, store and use free energy.

Construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy.

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yield ATP and NADPH. Cellular respiration in eukaryotes

involves a series of coordinated enzyme- catalyzed reactions that harvest free energy from simple carbohydrates.

The electron transport chain captures

free energy from electrons in a series of

coupled reactions that establish an

electrochemical gradient across

membranes.

Free energy becomes available for

metabolism by the conversion of ATP

ADP, which is coupled to many steps

in metabolic pathways

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Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC: For appropriate grading rubric, see Appendix A or use one of the links below: 1. Scientific tools and technologies 2. Scientific procedures and reasoning strategies 3. Scientific concepts and related content 4. Data Analysis and Usage

SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance task: Cellular Respiration has many "real-world" applications in our lives. In this project student lab groups will explore the process of cellular respiration further and implications to living organisms. Requirements:

A Keynote/PowerPoint/Prezi Presentation A wiki page constructed on our class page

Project should foster understanding of the topic. Students will be required to examine and assess other projects using a rubric. The more quality information provided the better the concept presented will be understood.

Topics:

How do Olympic athletes train to optimize cellular respiration yield? What is blood doping and what effect has it had on athletic community?

What is a metabolic poison? How do they affect cellular respiration? In class we learned about the metabolism of carbohydrates. How are the other

macromolecules metabolized? What types of genetic disorders interfere with the process of cellular respiration? How does the process of cellular respiration differ among living organisms? What is the history of the process of fermentation? What are some modern uses of the

fermentation process? Certain weight-loss products are thermogenic drugs. How do these drugs function? Are

they safe for general use?

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OTHER SUGGESTED PERFORMANCE ASSESSMENTS: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels. Depending upon the needs of the class, the assessment questions may be in the form of writing performance tasks, written formative assessments, mobiles, PowerPoint, Keynote, or Prezi presentations, oral reports, booklets, or other formats of mastery for measurement tailored by the teacher.




Cell Respiration Wrap-Up Activity: Bean Brew: https://drive.google.com/file/d/0B06dk6ArfZ4HVDN3Z2VjN1F2UWM/view?usp=sharing

Respiration Lab

Digestive System Jigsaw Activity: https://drive.google.com/file/d/0B06dk6ArfZ4HTUxIUlhuWG1tSGc/view?usp=sharing

Digestive System Jigsaw Activity Final Task: https://drive.google.com/file/d/0B06dk6ArfZ4HTG53MUxQS1MxQ1E/view?usp=sharing



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


https://drive.google.com/file/d/0B06dk6ArfZ4HVDN3Z2VjN1F2UWM/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HTUxIUlhuWG1tSGc/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HTG53MUxQS1MxQ1E/view?usp=sharing

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UNIT 4 – Communication Stage One: Desired Results

ESTABLISHED GOALS HS-LS1-2. Develop and use a model to


HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.


Evaluate the shared evolutionary history which is reflected in the common features of cell communication processes between different organisms.

Understand that cells communicate with each other via a variety of mechanisms, including direct contact and chemical signaling over short or long distances.

Describe how signal transduction pathways link signal reception with cellular response. Evaluate how changes in signal transduction pathways can alter cellular responses and

often lead to diseases. Relate the general aspects of cellular communication to the functioning of the human

immune and nervous systems.

Meaning UNDERSTANDINGS Students will understand that…

Homeostatic control systems in species of

microbes, plants, and animals support

common ancestry.

Correct and appropriate signal

transduction processes are generally

under strong selective pressure.

ESSENTIAL QUESTIONS

How does the structure of a specific cell dictate its role in the organism?

How does the structure of a cell dictate its

interaction with the environment?

How does the immune system function to

keep us healthy?

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Organisms respond to changes in their environment through behavioral and physiological mechanisms.

Continuity of homeostatic mechanisms reflects.

common ancestry, while changes may occur in response to different environmental conditions.

Disruptions at the molecular and cellular levels affect the health of the organism.

Plants, invertebrates, and vertebrates have multiple, nonspecific immune responses.

Mammals use specific immune responses triggered by natural or artificial agents that disrupt dynamic homeostasis.

In plants, physiological events involve interactions between environmental stimuli and internal molecular signals.

In animals, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.

In fungi, protists and bacteria, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.

Signal transmission within and between cells mediates cell function.

Communication involves transduction of stimulatory or inhibitory signals from other cells, organisms or the environment.

In single-celled organisms, signal transduction pathways influence how the cell responds to the environment.

In multi-cellular organisms, signal


Connecting differences in the environment with the evolution of homeostatic mechanisms.

Creating models and representations to describe immune responses.

Describing basic chemical processes for cell communication shared across evolutionary lines of descent.

Using representations and models to describe features of a cell signaling pathway.

Creating models that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

Constructing an explanation about how nervous systems detect external and internal signals, transmit and integrate information and produce responses.

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transduction pathways coordinate the activities within individual cells that support the function of the organism as a whole

Cells communicate by cell-to-cell

contact. Cells communicate over short distances by

using local regulators that target cells in the vicinity of the emitting cell.

Signals released by one cell type can travel long distances to target cells of another cell type.

Signaling begins with the recognition of a chemical messenger by a receptor protein.

Signal transduction is the process by which a signal is converted to a cellular response.

Conditions where signal transduction is blocked or defective can be deleterious, preventative or prophylactic

The neuron is the basic structure of the nervous system that reflects function.

Action potentials propagate impulses along neurons.

Transmission of information between neurons occurs across synapses.

Different regions of the vertebrate brain have different functions.

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SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance task: Cells are able to communicate via multiple mechanisms and over different distances. These distances and mechanisms are important for body systems such as the endocrine, nervous and immune systems. For each of the systems listed above, describe:

a. One specific first messenger found in that system, and what response that may elicit from the target cell.

b. What distance does this system generally work over during signaling? Why is that specific distance most appropriate for that system?



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Watch and Discuss Movie …And the Band Played On

Endocrine Disorder Project https://drive.google.com/file/d/0B06dk6ArfZ4HN3ZhaHpWM19nYlU/view?usp=sharing

Brain Dissection https://drive.google.com/file/d/0B06dk6ArfZ4HdEJmTno3WjlJZnM/view?usp=sharing



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


https://drive.google.com/file/d/0B06dk6ArfZ4HN3ZhaHpWM19nYlU/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HdEJmTno3WjlJZnM/view?usp=sharing

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UNIT 5 – Reproduction and Development

Stage One: Desired Results ESTABLISHED GOALS HS-LS1-2.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-4.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS3-1.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2.

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.


Describe the mechanisms for passing genetic information from one generation to the next,

including the cell cycle plus mitosis and meiosis plus fertilization. Describe how the timing and coordination of specific events are necessary for the normal

development of an organism. Describe how the key developmental events are regulated by a variety of mechanisms. Evaluate the relative advantages and disadvantages of sexual and asexual reproduction. Describe the various sexual reproduction strategies used by organisms.


The cell cycle is a complex set of stages that is

highly regulated with checkpoints, which

determine the ultimate fate of the cell.

Differentiation in development is due to

external and internal cues that trigger gene

regulation by proteins that bind DNA.

The horizontal transmission of genetic

information in prokaryotes increases

variation.

Sexual reproduction in eukaryotes increases variation.

The reproductive cycles of viruses facilitate

transfer of genetic information.

ESSENTIAL QUESTIONS

How does sexual reproduction contribute to both genetic variability and to maintenance of unity of the species?

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Observable cell differentiation results from the expression of genes for tissue-specific proteins

Programmed cell death (apoptosis) plays a role in normal development and differentiation.

Mitosis passes a complete genome from the parent cell to daughter cells.

Meiosis followed by fertilization ensures genetic diversity in sexually reproducing organisms.

Errors in mitosis or meiosis can result in changes in phenotype.

Viral replication differs from other reproductive strategies and generates genetic variation via various mechanisms.


Connecting concepts to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

Describing the roll of apoptosis in development and differentiation, the reuse of molecules and the maintenance of dynamic homeostasis.

Constructing an explanation, using visual representations or models, as to how DNA in chromosomes is transmitted to the next generation via mitosis.

Making predictions about natural

phenomena occurring during the cell

cycle.

Describing the events of the cell cycle. Comparing a contrasting processes by

which genetic variation is produced and maintained in organisms from multiple domains.

Constructing an explanation of the multiple processes that increase variation within a population.

Using representations and models to describe how viral replication introduces genetic variation in the viral population and also the host organism.

30



SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: Bacteria, fungi, plants and animals all exhibit very different reproductive strategies and cycles. Describe the basic features of the reproductive cycles of each of these organisms.




31




Modeling Meiosis Project: https://drive.google.com/file/d/0B06dk6ArfZ4HMFRlazYwalhQWjA/view?usp=sharing

Project Rubric: https://drive.google.com/file/d/0B06dk6ArfZ4HVjU2RmxaNXdYYnc/view?usp=sharing



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


https://drive.google.com/file/d/0B06dk6ArfZ4HMFRlazYwalhQWjA/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HVjU2RmxaNXdYYnc/view?usp=sharing

32

UNIT 6 – Genetics

Stage One: Desired Results ESTABLISHED GOALS HS-LS1-1. Construct an explanation based on

evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Transfer Students will be able to independently use their learning to

I. Understand how the chromosomal basis of inheritance helps to explain the passage of traits (genes) from parent to offspring.

II. Describe both Mendelian and Non-Mendelian patterns of inheritance. III. Describe the link between gene expression, differential gene expression and cell

differentiation. IV. Evaluate the various sources of genetic variation within a species.


DNA and RNA molecules have structural

similarities and differences that define

function.

Phenotypes are determined through protein activities.

Segregation and independent assortment of chromosomes result in genetic variation.

Many ethical, social and medical issues surround human genetic disorders.

In eukaryotes, gene expression is complex and control involves regulatory genes, regulatory elements and transcription factors that act in concert.

Gene regulation accounts for some of the

phenotypic differences between

organisms with similar genes.

Changes in genotype may affect phenotypes that are subject to natural selection.

Genetic changes that enhance survival and reproduction can be selected by environmental conditions.

The imperfect nature of DNA replication and repair increases variation.

ESSENTIAL QUESTIONS How has the study of genetics and

heredity impacted our

understanding of human health?

33

Acquisition Students will know… Induction of transcription factors during

development results in sequential gene expression. DNA and RNA are carriers of genetic information

through transcription, translation and replication. All modern organisms share major features of the

genetic code. Genetic Information is transmitted from one

generation to the next through DNA or RNA.

Genetic information flows from a sequence of

nucleotides in a gene to a sequence of amino acids

in a protein

Genetic engineering techniques can manipulate the

heritable information of DNA and RNA.

Rules of probability can be applied to analyze

passage of single gene traits from parent to

offspring.

Certain human genetic disorders can be attributed

to the inheritance of single gene traits or specific

chromosomal changes

Many traits are the product of multiple genes

and/or physiological processes.

Genes on sex chromosomes determine some traits.

Some traits result from nonnuclear inheritance.

DNA regulatory sequences, regulatory genes

and small regulatory RNAs are involved in

gene expression.

Both positive and negative control

mechanisms regulate gene expression in

bacteria and viruses.

Signal transmission within and between cells

mediates gene expression.

Alterations in a DNA sequence can lead to changes

Students will be skilled at… Constructing explanations that

use the structures and mechanisms of DNA and RNA to support the claim that DNA or RNA are the primary sources of heritable information.

Describing representations and models that illustrate how genetic information is copied for transmission between generations.

Predicting how a change in specific DNA or RNA sequence can result in changes in gene expression.

Constructing an explanation, using visual representations or models, as to how DNA in chromosomes is transmitted to the next generation via meiosis followed by fertilization.

Representing the connection between meiosis and increased genetic diversity necessary for evolution.

Constructing a

representation that connects

the process of meiosis to the

passage of traits from

parents to offspring.

Posing questions about

ethical, social or medical

issues surrounding human

genetic disorders.

34

in the type or amount of the protein produced and the consequent phenotype.

Errors in DNA replication or DNA repair mechanisms, and external factors can cause mutations in DNA

Errors in mitosis or meiosis can result in changes in phenotype.

Multiple copies of alleles or genes nay provide new phenotypes.

Environmental factors influence many traits both directly and indirectly.

Applying mathematical routines to determine Mendelian patterns of inheritance provided by data sets.

Explaining deviations from Mendel’s model of the inheritance of traits.

Describing representations of an

appropriate example of

inheritance patterns that cannot

be explained by Mendel’s model.

Describing the connection

between the regulation of gene

expression and observed

differences between different

kinds of organisms.

Explaining how the regulation of gene expression is essential for the processes and structures that support efficient cell function.

Using representations to describe how gene regulation influences cell products and function.

Explaining how signal pathways mediate gene expression.

Using representations to describe mechanisms of regulation of gene expression.

Predicting how a change in genotype, when expressed as a phenotype, provides variation for natural selection.

Creating a visual representation to illustrate how changes in a DNA sequence can result in a change in the polypeptide produced.

35




Online Genetics Lab (Drosophila): https://drive.google.com/file/d/0B06dk6ArfZ4HMlRuclZjUFRfVjg/view?usp=sharing

Gene to Protein Project: https://sites.google.com/a/newtech.coppellisd.com/ap-biology-evolution-project/home/big-idea-3-project-energy-use-and-transfer



https://drive.google.com/file/d/0B06dk6ArfZ4HMlRuclZjUFRfVjg/view?usp=sharing

https://sites.google.com/a/newtech.coppellisd.com/ap-biology-evolution-project/home/big-idea-3-project-energy-use-and-transfer

https://sites.google.com/a/newtech.coppellisd.com/ap-biology-evolution-project/home/big-idea-3-project-energy-use-and-transfer

36


Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS:

Plant Genetics Lab https://drive.google.com/file/d/0B06dk6ArfZ4HWHdNcHRQaDNqVTg/view?usp=sharing

Watch and Discuss Film GATTACA

Biotechnology Lab: https://drive.google.com/file/d/0B06dk6ArfZ4HWWYySXNXdkRWNm8/view?usp=sharing



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


https://drive.google.com/file/d/0B06dk6ArfZ4HWHdNcHRQaDNqVTg/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HWWYySXNXdkRWNm8/view?usp=sharing

37

UNIT 7 – Evolution and Diversity

Stage One: Desired Results ESTABLISHED GOALS HS-LS3-1. Ask questions to clarify

relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic


Explain how natural selection works on phenotypic variations within a population. Construct and use phylogenetic trees and cladograms to represent evolutionary

relationships. Describe the forces that lead to natural selection within a population. Compare and contrast the different mechanisms of microevolution, and how they can affect

genotype ratios in a population. Describe how reproductive isolation can lead to macroevolution and speciation.


Evolutionary fitness is measured by reproductive success.

A diverse gene pool is important for the survival of a species in a changing environment.

Phenotypic variations are not directed by

the environment, but occur through random

changes in the DNA and through new gene

combinations.

Humans impact variation in other species. Reduction of genetic variation within a

given population can increase the

differences between populations of the

same species.

Mathematical models and simulations

can be used to illustrate and support

evolutionary concepts.

Phylogenetic trees and cladograms

illustrate speciation that has occurred.

Phylogenetic trees and cladograms are

ESSENTIAL QUESTIONS How do the ideas of natural selection and

descent with modification explain the majority of biological phenomenon?

38

variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

dynamic, based on the biological data used,

new mathematical and computational

ideas, and current and emerging

knowledge.

New species arise from reproductive isolation over time, which can involve scales of hundreds of thousands or even millions of years, or speciation can occur rapidly.

Evolution is an ongoing process Speciation rates can vary, especially when

adaptive radiation occurs when new habitats become available.

Species extinction rates are rapid at times of ecological stress.


Competition for limited resources results in differential survival.

Individuals with more favorable phenotypes are more likely to survive and produce more offspring.

Environments change and act as a selective mechanism on organisms.

Chance and random events can influence the

evolutionary process, especially for small

populations.

Genetic drift is a nonselective process occurring in small populations.

Scientific evidence of biological evolution uses information from geographical, geological, physical, chemical and mathematical applications.

Molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution.

Structural and functional evidence supports


Converting a data set from a table of

numbers that reflect a change in the

genetic makeup of a population over time

and apply mathematical methods and

conceptual understandings to investigate

the cause(s) and effect(s) of this change.

Applying mathematical methods to data

from a real or simulated population to

predict what will happen to the

population in the future.

Connecting evolutionary changes in a

population over time to a change in the

environment.

Using data from mathematical models based on the Hardy- Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

Making predictions about the effects of

39

the relatedness of all domains Structural evidence supports the relatedness of

all eukaryotes.

Phylogenetic trees and cladograms can represent traits that are either derived or lost due to evolution.

Speciation results in diversity of life forms.

A geographic barrier can physically separate

species, or various pre- and post- zygotic

mechanisms can maintain reproductive

isolation and prevent gene flow.

Interactions and coordination between organs provide essential biological activities.

Interactions between systems provide essential biological activities.

genetic drift, migration, and artificial selection on the genetic makeup of a population

Evaluating and refine evidence based on

data from many scientific disciplines that

support biological evolution

Designing a plan to answer scientific

questions regarding how organisms have

changed over time using information

morphology, biochemistry and geology

Creating a phylogenetic tree or

cladogram that correctly represents

evolutionary history and speciation from

a provided data set.

Analyzing data related to questions of speciation and extinction throughout the Earth’s history

Describing speciation in an isolated

population and connect it to change in gene

frequency, change in environment, natural

selection, and/or genetic drift. Describing a scientific hypothesis about

the origin of life on Earth. Describing reasons for revisions of

scientific hypotheses about the origin of life on Earth.

Predicting the effects of a change in a component of a biological system on the functionality of the organism.

40




Construct a cladogram for the major groups of chordates based on the characteristics in the table below.

Taxa

Characteristics Total Score

Head Notochord Amniotic Egg

Limbs Vertebral column

Jaw

Vertebrates

Gnathostomes

Craniates

Amniotes

Chordates

Tetrapods



41


Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS:

Modeling Antibiotic Resistance in Bacteria: https://drive.google.com/file/d/0B06dk6ArfZ4HNzNGNlNadl9OUXM/view?usp=sharing Molecular Phylogenetics Lab: https://drive.google.com/file/d/0B06dk6ArfZ4HeUN6R2JiNmZGUlE/view?usp=sharing Diversity Project: https://drive.google.com/file/d/0B06dk6ArfZ4HVHVEVFRyTUhtcmM/view?usp=sharing



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


https://drive.google.com/file/d/0B06dk6ArfZ4HNzNGNlNadl9OUXM/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HeUN6R2JiNmZGUlE/view?usp=sharing

https://drive.google.com/file/d/0B06dk6ArfZ4HVHVEVFRyTUhtcmM/view?usp=sharing

42

UNIT 8 – Ecology

Stage One: Desired Results ESTABLISHED GOALS HS-LS2-1. Use mathematical and/or

computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable


Understand that cooperative interactions within and between populations influence patterns of species distribution and abundance.

Evaluate how and why distribution and local and global ecosystems change over time. Predict how loss of species diversity within an ecosystem may influence the stability of the

ecosystem. Meaning


Organism activities are affected by interactions with biotic and abiotic factors.

The stability of populations, communities, and ecosystems is affected by interactions with biotic and abiotic factors.

Responses to information and communication of information

are vital to natural selection.

Organisms exchange information with each other in response

to internal changes and external cues, which can change

behavior.

Reponses to information and communication of information are vital

to natural selection and evolution.

Models allow the prediction of the impact of change in biotic

and abiotic factors.

Human activities impact ecosystems on local, regional and global scales.

A population has properties that are different from those of the individuals that make up the population.

ESSENTIAL QUESTIONS

How do different species depend on each other for survival?

In what ways can

removal, or addition,

of a single species

impact an ecosystem?

43

conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.


Changes in free energy availability can result in changes in population size.

Changes in free energy availability can result in disruptions to an ecosystem.

Energy flows, but matter is recycled. Disruptions to ecosystems impact the dynamic homeostasis or

balance of the ecosystem. Changes in regional and global climates and in atmospheric

composition influence patterns of primary productivity.

Individuals can act on information and communicate it to others. Communication occurs through various mechanisms. The structure of a community is measured and described in terms of

species composition and species diversity. Mathematical or computer models are used to illustrate and

investigate population interactions within and environmental impacts on a community.

Mathematical models and graphical representations are used to

illustrate population growth patterns and interactions.

Organisms within food webs interact.

Food webs are dependent on primary productivity.

Many adaptations of organisms are related to obtaining and using energy and matter in a particular environment.

Interactions between populations affect the distribution and abundance of populations.

Geological and meteorological events impact ecosystem distribution.


Predicting how changes in free energy availability affect organisms, populations and ecosystems.

Designing a plan for collecting data to show that all biological systems are affected by complex biotic and abiotic interactions.

Analyzing data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system.

Using models to analyze the effects of a disruption on an ecosystem.

Predicting how environmental factors affect responses to information and change behavior.

Describing how organisms exchange information in response to internal changes or environmental

44

cues. Applying

mathematical routines to quantities that describe communities composed of organisms that interact in complex ways.

Predicting the effects of a change in matter or energy availability on a community.



SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: Community Ecology Project

For this topic, students will work on a class Prezi to teach classmates some aspect of Community

Ecology. Students will have one block of class time to complete this project, then will present Prezi to

the class.

Requirements for the topics are listed below.

Interactions:

Define the interaction.

How are each member affected by the interaction (+ for both, - for one, etc)?

How does this interaction effect evolutionary changes in the interacting partners?

Cite at least two documented examples as evidence this interaction.

45

Mimicry:

Define the different types of mimicry.

Why is mimicry evolutionarily advantageous?

Cite at least one example of each type of mimicry.

Dominant, Indicator and Keystone Species:

Define each term.

What happens to an ecosystem if either dominant or keystone species disappear from the

area?

What is an ecosystem engineer species and how does it differ from the above types of

species?

Why are indicator species so important?

Cite two examples of indicator species and what they are used for.

Select two specific ecosystems and name the Dominant or Keystone species in each.

Ecologic Disturbance and Succession:

Define ecological disturbance>

What events cause disturbances?

Define succession.

What is the difference between primary and secondary succession?

Give an example of an area where ecological succession is currently occurring.

o What was the disturbance?

o Is it a primary or secondary succession?


OTHER SUGGESTED PERFORMANCE TASKS:

The assessment models provided in this document are suggestions for the teacher. If the teacher

chooses to develop his/her own model, it must be of equal or better quality and at the same or higher

cognitive levels. Depending upon the needs of the class, the assessment questions may be in the form

of writing performance tasks, written formative assessments, mobiles, PowerPoint, Keynote, or Prezi

presentations, oral reports, booklets, or other formats of mastery for measurement tailored by the

teacher.

46




Tolerance Curve/Pollution Lab



Jigsaws

Taped Material

Anchor activities

Graphic organizers


Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Grouping activities

Orbital Studies

Independent studies


Interest centers

Interest groups

Varied Homework

Compacting

Journal Prompts


47

Benchmark Assessment: Quarter One

1. The student will be able to describe the structure and function of the major organelles found in plant and animal cells as well as describe membrane structure and function.

2. The student will be able to analyze and discuss osmoregulation and excretion found among animals. 3. The student will be able to explain how an organism’s metabolism transforms matter and energy subject to the laws of thermodynamics

and describe the role of enzymes in biological reactions. 4. The student will be able to describe the general process by which light energy is converted into chemical energy in photosynthesis.

Benchmark Assessment: Quarter Two

1. The student will be able to describe the general processes and functions of cellular respiration and fermentation. 2. The student will be able to describe organism responses to internal and external signals. 3. The student will be able to describe the cell cycle and explain how it is regulated. 4. The student will be able to describe the function and structure of DNA and RNA 5. The student will be able to explain the processes of transcription and translation. 6. The student will be able to explain the genetics of viruses and bacteria. 7. The student will be able to discuss the eukaryotic genome in terms of organization, regulation and evolution.

Benchmark Assessment: Quarter Three

1. The student will be able to define and describe the concept of descent with modification. 2. The student will be able to describe how plants colonized land and explain the evolution of the seed plant. 3. The student will be able to describe the great diversity found among invertebrates and vertebrate animals.

Benchmark Assessment: Quarter Four

1. The student will be able to define ecology and the interactions of the biosphere. 2. The student will be able to define population ecology and community ecology. 3. The student will be able to define ecosystem

48

Appendix A: Rubrics Scientific Tools, Practices and Technologies: 1 Did not use appropriate scientific tools or technologies (i.e. rulers, pH paper, glassware, balances, computers, reference materials, etc.) to

gather and analyze data while measuring and observing.

2 Attempted to use appropriate tools and technologies (i.e. rulers, pH paper, glassware, balances, computers, reference materials, etc.) to gather data while measuring and observing but some information was inaccurate or incomplete.

3 Effectively used some appropriate tools and technologies (i.e. rulers, pH paper, glassware, balances, computers, reference materials, etc.) to gather and analyze data while measuring and observing.

4 Accurately and proficiently used all appropriate tools and technologies (i.e. rulers, pH paper, glassware, balances, computers, reference materials, etc.) to gather and analyze data while measuring and observing.

Scientific Procedures and Claim/Evidence/Reasoning Strategies: 1 There was no evidence of scientific reasoning used. A lack of strategy and procedure led to a large number of errors in the process of

investigation and the task could not be completed.

2 There was some evidence of scientific reasoning used. A strategy was somewhat useful, leading to partial completion of the task/investigation. There was an attempt to completely carry out testing a hypothesis, recording all data, and stating conclusions, but not finish was reached.

3 There was a clear strategy that led to a completion of the task/investigation using effective scientific reasoning. All data was recorded to support a testable question or designed/conducted experiment.

4 There was a clear and sophisticated strategy used to complete the task. The strategy was revised to ensure complex reasoning and to demonstrate understanding of cause and effect. The scientific method was applied accurately (i.e. framed and testable questions, designed experiment, gathered and recorded and analyzed data, and verified results.).

49

Appendix A: Rubrics Scientific Concepts: 1 No use, or mostly inappropriate use, of scientific terminology. There was little mention, or inappropriate references, to relevant scientific

concepts, principles, or theories (big ideas). There was no evidence of understanding observable characteristics and properties of objects, organisms, and/or materials used.

2 Attempted to use some relevant scientific terminology. There was minimal reference to relevant scientific concepts, principles, or theories (big ideas). There was some evidence of understanding observable characteristics and properties of objects, organisms, and/or materials used.

3 Appropriately used scientific terminology. There was evidence of understanding of relevant scientific concepts, principles, or theories (big ideas). There was clear evidence of understanding observable characteristics and properties of objects, organisms, and/or materials used.

4 Precisely and appropriately used scientific terminology. Revised prior misconceptions when appropriate and provided evidence of depth, sophisticated understanding of relevant scientific concepts, principles, or theories (big ideas). Observable characteristics and properties of objects, organisms, and/or materials used went beyond the task/investigation to make other connections or extend thinking were present.

Data Analysis and Usage: 1 Did not use, or inappropriately used, scientific representations and notation (i.e. symbols, diagrams, graphs, tables, etc.) during data analysis.

No explanation was present, or the given explanation and recorded data could not be understood, or was unrelated to the task/investigation.

2 An attempt was made to use appropriate scientific representations and notations, but was incomplete (i.e. no labels/title/units on chart, etc.). An incomplete explanation was presented (i.e. out of sequence, missing steps) and conclusions were not supported, or only partly supported, by presented data.

3 A clear explanation was presented that effectively used scientific representations and notations to organize and display data and information. Most data was appropriately used to support conclusions.

4 The explanation provided was clear, effective, and detailed how the task was carried out. The reader did not have to infer how and why decisions were made. Multiple scientific representations and notations were precisely and appropriately used to organize and display data and information. The interpretation of the data supported conclusions, and raised new questions or was applied to new contexts. Any disagreements between hypotheses and data were resolved when appropriate.

50

Appendix B: Monitoring Scales Scale 1: Scale for Learning Goals and Formative Assessments Score 4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

Score 3.0 No major errors or omissions regarding any of the information and processes (simple or complex) that were explicitly taught.

Score 2.0 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. (Score 3.0 content)

Score 1.0 With help, a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0)

Score 0.0 Even wit help, no understanding or skill demonstrated.

Scale 2: Content Specific Score 4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

Score 3.0 While engaged in tasks that address structure and properties, the student demonstrates an understanding of important information. The student makes no major errors or omissions.

Score 2.0 No major errors or omissions regarding the simpler details and processes, such as

Recognizing and recalling specific terminology

Recognizing and recalling isolated details.

However, the student exhibits major errors or omissions with Score 3.0 elements.

Score 1.0 With help, a partial understanding of some of the Score 2.0 elements and some of the Score 3.0 elements.

Score 0.0 Even with help, no understanding or skill demonstrated.

Source: Adapted from Marzano, R., Brown, J. A Handbook for the Art and Science of Teaching: Alexandria, VA: ASCD, 2009.

Documents

Curriculum Management System - Monroe Township · PDF fileCurriculum Management System ... Photosynthesis – Energy Capture . 7 Quarter 2 ... OTHER SUGGESTED PERFORMANCE TASKS: